(3.238.206.122) 您好!臺灣時間:2021/04/21 10:22
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:楊恩綺
研究生(外文):En-Chi Yang
論文名稱:幸福感如何影響中階經理人的學習行為:探討收斂思維與發散思維的影響
論文名稱(外文):How Happiness Affects Middle Managers’ Learning Behavior:Impact of Convergent and Divergent Thinking
指導教授:陳明惠陳明惠引用關係蘇信寧蘇信寧引用關係
指導教授(外文):Ming-Huei ChenHsin-Ning Su
口試委員:葉桂珍
口試委員(外文):Quey-Jen Yeh
口試日期:2018-05-01
學位類別:碩士
校院名稱:國立中興大學
系所名稱:科技管理研究所
學門:商業及管理學門
學類:其他商業及管理學類
論文種類:學術論文
論文出版年:2018
畢業學年度:107
語文別:英文
論文頁數:36
中文關鍵詞:幸福感發散思維融合思維
外文關鍵詞:HappinessDivergent thinkingConvergent thinking
相關次數:
  • 被引用被引用:0
  • 點閱點閱:104
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:0
摘要
在現今社會中,幸福感是我們工作環境中的重要元素。更快樂的員工更健康,團隊更能有效率的運作,並提供更好的客戶服務。重視員工幸福感的企業能吸引頂尖人才,更能夠留住最優秀的員工。此外,最重要的是幸福感會影響員工們的學習意願,他們能更進一步的將他們的創造力和想像力放在工作和組織的利益之中,因為他們感受到組織所賦予個人的責任。因此,本文的目的是研究幸福感如何影響個人的學習意願,進而導致發散與收斂的思維方式而不同思維可能激發個人的創新能力,也可能使個人在處理所面對的問題時能夠更加專注在其中。在研究過程中,我們可以發現,員工的幸福感是一個受到重視的問題。不僅亞洲國家,世界上所有的產業都在強調快樂的重要性。對於幸福感來說,學習行為,發散性思維和收斂思維具有正相關關係,不同的思維行為會衍生出不同的問題處理結果。
發散思維是創造許多獨特解決方案以解決問題並增強創造性行為的過程。比如尋找他人的新想法,或嘗試新方法來完成工作,以及在工作場域中新的發展。學習本身將有助於人們發散思維的產生。比如他們會喜歡發揮自己的想像力來產生很多想法,從廣泛的角度來看待事物進而激發創新的行為。相反,收斂思維在處理問題的過程中較重視邏輯。收斂思維過程中,我們會運用邏輯步驟來確定哪個是最好的解決方案。收斂思維可以使人們較專注於工作本身。當他們工作時,他們完全可以忘記周圍的一切,因為他們完全沉浸在工作之中。
本文研究了台灣512名中層管理人員的樣本。然後,我們發現幸福是工作中個人行為的決定因素。幸福是指身體和心理的情況。它會影響中層管理者的學習行為,並導致不同的解決問題的方式和決策。根據發現,如果人們運用發散思維來解決問題,這將有助於他們獲得創新和創造性行為。但是,如果人們使用收斂思維方式來遵循常規和特定的邏輯步驟來達成一種解決方案,那麼可以讓他們更加專注在所面臨的問題上。
Abstract
Nowadays, happiness is an important element in our work environment. Happier workers are healthier, more effective in teams, and provide better customer service. Happier businesses attract top talent, and are more able to retain their best workers. Moreover, the sense of happiness will affect their learning willing, and they can place their creativity and imagination in benefit of the work and the organization, because they feel that important responsibilities are assigned to them. Therefore, the purpose in this paper is to examine how happiness influences personal performance, and the impact of different thinking ways on personal work performance. We can find out that the happiness index of employees is a popular issue. Not only Asian countries, all of the industries in the world are emphasizing the importance of happiness. For the happiness, the learning behavior, divergent thinking and convergent thinking have positive correlation, different thinking behavior would lead to creative thinking and different absorption degree.
Divergent thinking is the process of creating many unique solutions in order to solve a problem and enhances creative behavior. Such as lookout for new ideas from others or experiment with new approaches to doing their job and when new trends develop in the workplace. Learning behavior will help person get divergent thinking. Such as they will enjoy stretching their imagination to produce many ideas, and look at things from a broad view. In contrast, convergent thinking is systematic and logical. When using convergent thinking, we apply logical steps in order to determine which is thebest solution. Convergent thinking can help people pay more attention on their job. When they are working, they can totally forget everything else around them and they can totally immersed in their work.
This paper studies a sample of 512 middle managers in Taiwan. Then, we find the happiness is a determinant of individual behavior at work. Happiness refers to physical and psychological situation. It will influence the middle managers learning behavior and lead to different solving problem''s ways and decisions. Depending on the finding, if people use divergent thinking to solve the problem, it will help them to get innovation and creative behavior. But if people use convergent thinking way to follow the routine and particular set of logical steps to arrive at one solution, it can let them more absorbed.
Table of Contents
摘要............................................................................i
Abstract.............................................................................ii
Table of Contents..............................................................iv
List of Tables.....................................................................vi
List of Figures...................................................................vii

Chapter 1 Introduction ......................................................1
1.1Research Background.....................................................1
1.2 Research Questions and Objective................................1

Chapter 2. Literature Review and Conceptual Framework..3
2.1 Happiness and learning behavior.................................. 3
2.2 Learning behavior to divergent thinking........................4
2.3 Learning behavior to convergent thinking.....................5
2.4 Divergent thinking to innovation....................................5
2.5 Convergent thinking to absorption................................ 6

Chapter 3 Research Framework...........................................8

Chapter 4. Methods.............................................................9
4.1 Research Design and Data Collection.............................9
4.2 Variable Measure............................................................9
4.3 Data Analysis.................................................................12

Chapter 5 Results..............................................................14
5.1 Demographics and Characteristics ..............................14
5.2 Descriptive statistics and correlations.........................18
5.3 Measurable Model........................................................19
5.4 Structural Model…..…………………………………………………..20

Chapter 6 Discussion..........................................................23
Table 6.................................................................................23
6.1 Relationship between middle managers’ Happiness and Learning behavior................................................................24
6.2 Relationship between middle managers’ Learning behavior and Divergent thinking................................................................24
6.3 Relationship between middle managers’ Learning behavior and Convergent thinking.............................................................26
6.4 Relationship between middle managers’ Divergent thinking and Innovation......................................................................27
6.5 Relationship between middle managers’ Convergent thinking and Absorption.....................................................................28

Chapter 7 Conclusion...........................................................30
References...........................................................................32
References
Appelbaum, E., Bailey, T., Berg, P., & Kalleberg, A. (2000). Manufacturing advantage: Why high-performance work systems pay off. Ithaca, New York: ILR Press.
Armstrong H, et al. (2012) The co-chaperone Hch1 regulates Hsp90 function differently than its homologue Aha1 and confers sensitivity to yeast to the Hsp 90 inhibitor NVP-AUY922.
Ashton-James, C., Van Baaren, R. B., Chartrand, T. L., Decety, J., & Karremans, J. (2007). Mimicry and me: The impact of mimicry on self-construal. Social Cognition, 25, 518–535.
Baddeley, A. D. (1996). Exploring the central executive. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 49(A),5–28.
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65–94.
Beaty R.E., Nusbaum E.C., Silvia P.J. Does insight problem solving predict real-world creativity? Psychology of Aesthetics, Creativity, and the Arts. 2014 (in press)
Bloom, J. W. (1992). The development of scientific knowledge in elementary school children: A context of meaning perspectives. Science.
Brophy, J. (1998). Motivating student to learn. Boston: McGraw-Hill. Education, 76(4), 99-413.
Carmeli, Abraham; Gelbard, Roy & Reiter-palmon, Roni (2013).“Leadership, creative problem-solving capacity, creative performance:The importance of knowledge sharing”. Human Resource Management, 52(1), 95-122.
Chant, R.H.,Moes, R., and Ross, M. (2009). Curriculum construction and teacher empowerment: supporting invitational education with a creative problem solving model. Journal of Invitational Theory and Practice, 15, pp. 55-67.
Cropley, A. J. (2006). In praise of convergent thinking. Creativity Research Journal, 18, 391–404.
Diener, E. (2000). Subjective well-being: The science of happiness, and a proposal for national index. American Psychologist, 55, 34-43.
Friedman, R. S., & Förster, J. (2000). The effects of approach and avoidance motor actions on the elements of creative insight. Journal of Personality and Social Psychology, 79, 477–492.
Fordyce J. A peculiar affection of the mucous membrane of the lip and oral cavity. J Cutan Genito-Urin Dis 1896;14:413–19.
Forthmann, B., Gerwig, A., Holling, H., Çelik, P., Storme, M., & Lubart, T. (2016). The Be-Creative Effect in Divergent Thinking: The Interplay of Instructions and Objekt Frequency. Intelligence, 57, 25-32.
Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought-action repertoires. Cognition and Emotion, 19(3), 313–332.
Godard, J. (2004). A critical assessment of the high-performance paradigm. British Journal of Industrial Relations, 42(2), 349–378.
Guilford, J. P. (1967). The nature of human intelligence. New York, NY: McGraw-Hill.
Harley, B., Allen, B. C., & Sargent, L. D. (2007). High performance work systems and employee experience of work in the service sector: The case of aged care. British Journal of Industrial Relations, 45(3), 607–633.
Kalelioğlu, F., & Gülbahar, Y. (2014). The Effect of Instructional Techniques on Critical Thinking and Critical Thinking Dispositions in Online Discussion. Educational Technology & Society, 17 (1), 248–258.
Kirton, M. J. (2003). Adaption-innovation: In the context of diversity and change. New York,NY: Routledge.
Kuo, F.R., Chen, N.S., and Hwang, G.J. (2014). A creative thinking approach to enhancing the web-based problem solving performance of university students. Computers&Education,72, pp. 220-230
Lopes, E., Lagoa, S., & Calapez, T. (2014). Work autonomy, work pressure, and job satisfaction: An analysis of European Union countries. The Economic and Labour Relations Review, 25, 306–326.
Luthans, F. 2002a. The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23: 695-706.
Macky, K., & Boxall, P. (2007). The relationship between high-performance work practices and employee attitudes: An investigation of additive and interaction effects. International Journal of Human Resource Management, 18(4), 537–567.
Macky, K., & Boxall, P. (2008). High-involvement work processes, work intensifica- tion and employee wellbeing: A study of New Zealand worker experiences. Asia Pacific of Journal Human Resources, 46(1), 38–55.
Mednick , S. A. ( 1962 ). The associative basis of the creative process . Psychological Review , 69 , 220 – 232 .
Michalos, A. C. (2007). Education, Happiness and Well-being. Paper presented at the Is happiness measurable and what do those measures mean for public policy?, University of Rome.
Min Basadur & Peter A. Hausdorf (1996): Measuring Divergent Thinking Attitudes Related to Creative Problem Solving and Innovation Management, Creativity Research Journal, 9:1, 21-32
Newman, V. (1995). Problemsolvingforresults. GreatBritain: BiddlesLtd, Guildford Basadur, M.S. and Hausdorf, P.A. (1996). Measuring divergent thinking attitudes related to creative problem solving and innovation management. Creativity Research Journal, Volume 9 (1), pp 21-32.
Norman, D. A., & Shallice, T. (1986). Attention to action: Willed and automatic control of behavior. In R. J.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitativeand qualitative research. Educational Psychologist, 37, 91–106.
Ramsay, H., Scholarios, D., & Harley, B. (2000). Employees and high-performance work systems: Testing inside the black box. British Journal of Industrial Relations, 38(4), 501–531.
Reitman, W. (1965). Cognition and thought. New York: Wiley.
Runco, M. A., & Acar, S. (2012). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 24(1), 1–10
Schmeichel, B. J., Vohs, K. D., and Baumeister, R. F. (2003). Intellectual performance and ego depletion: role of the self in logical reasoning and other information processing. J. Pers. Soc. Psychol. 85, 33–46.
Seligman, M. E. P. 2002. Authentic happiness. New York: Free Press. Seligman, M. E. P., & Csikszentmihalyi, M. 2000. Positive psychology. American Psychologist, 55: 5-14.
Shalley, C. E., & Oldham, G. R. 1997. Competition and creative performance: Effects of competitor presence and visibility. Creativity Research Journal, 10: 337–345.
Shalley, C.E., & Gilson, L.L. 2004. What leaders need to know: A review of social and contextual factors that can foster or hinder creativity . Leadership Quarterly, 15:33-53.
Wright, T. A. (2003). Positive organizational behavior: An idea whose time has truly come. Journal of Organizational Behavior, 24, 437–442.
Wright, T. A., Cropanzano, R., Bonett, D. G., & Diamond, W. J. (2009). The role of employee psychological wellbeing in cardiovascular health: When the twain shall meet. Journal of Organizational Behavior, 30, 193–208. DOI: 10.1002/job.592
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔